Development of Academic and Vocational Curricula - Essay Example

Introduction What is equality? This can be defined as egalitarianism, fairness, lessness, and impartiality e.t.c. This is a common phenomenon within a society that has different classes of people, religions, faith, culture and traditions, believes e.t.c. When it comes to equality of status basically it looks into or addresses or puts into consideration of idea or opinion fairness regardless of its status, rank, position, standing e.t.c. However, if it’s not correctly or negatively addressed then one party is treated equally more fairly than the other. The ideas, subject, opinion must have fairness when it comes to judging them, since they have right to be aired out with no form of distraction or obstruction. Basically the outcome of the condition or in other words the end results of the subject’s views on an issue or a particular subject should be treated with fairness or egalitarianism so as to reduce or utmost get rid of the differences between the people or the society that has issues to tackle. This is often referred to as equality of outcome (Equality of outcome). This is achievable if the societies at large join in hands in promoting equality of outcome so as to give a chance to any individual, subject, idea, notion e.t.c that has any point of observation to make on a particular subject. In regard to this subject it seems that there have been milestones in tackling the issue of review and development of academic and vocational curricula at the level 14 – 19 due to differences in calibre, stand, position and ranks of the education. Hence this has led to disarray in the education arena since the indifferences that have cropped up is visibly demonstrated between the various groups on this issue regarding whether the review is feasible or not. Definitely it is explicitly visible that equality of status is looming on this review and development of academic and vocational curricula of 14 – 19 level, since indifference has cropped up hence the debate is still an issue to tackle with a lot of keenness due to the challenge of chronological antagonism on vocational education compared to academic education in terms of its qualification status. There are also sharp and unresolved indifferences between the ministers or government’s spear leaders and the school specialist bodies in education and personalities such as Mr. Tomlinson’s inquiry and Chief Inspector David Bell among others on this education development and reforms issues of 14 – 19 level. Brief Opinions Reviews on Curricula Tomlinson’s Inquiry Opinion Reviews Tomlinson’s work and inquiry was basically aiming at proposing new curricula for the students primarily those at level 14 - 19. The proposals were an overhaul of the existing curricula system in that there were things in the system to be critically analysed and be overhauled. The initial suggestions on the new curricula which aimed at reviewing and development of the new curricula by Sir Tomlinson’s inquiry suggested that there be fewer external examinations until 18 where the secondary school’s GCSEs and A – Levels was to be replaced with a four (4) level diploma qualification by 2014 (TES, 16th Oct 2004). Furthermore, it was keen in suggesting the following proposals in that A – Levels would be cut from six modules to four modules, formal coursework to be abandoned in many subjects, and be replaced by a single, cross-curricular project at advanced level, the diploma to be offered after completion of the studies to be graded at pass, merit and distinction levels, all the teachers to be trained as chartered or licensed examiners to administer internal evaluation in schools, all students to take compulsory courses in functional Maths, English and Information Technology, within the next three to four years, and an advanced extension awards and a compulsory project to be incorporated into A-levels, which would have A* and A** grades (TES, 16th Oct 2004). As for the suggestions presented to the government, the government had not come into terms with these suggestions. Therefore, the suggestions were to be discussed by the government bearing in mind the ministers’, educationalists’ and other bodies’ opinions. David Bell’s Vocational Education Opinion Reviews Evident confrontation or conflict an indication of parties pursuing equality of their status is seen further where Chief Inspector David Bell is accused by the colleges of not taking note on what the government is doing on education reforms as well as not understanding on the government’s initiatives on the matter, as the government has taken the inventiveness to getting more pupils in college courses and workplace training for the 14 -19 level as part of a broader share school programme (TES, 7th Jan 2005). His suggestions were on reforming the vocational education where the students mastering of the core or a full functional element of literacy and numeracy needed to get a C or better at GCSE English and Maths (TES, 7th Jan 2005). This core or the functional subject is to be the same as that required by adult Skills for Life and other Key Skills qualifications, New level 2 Diploma, requiring five A*-C grade GCSEs, or equivalent, which must include English and Maths, also Universities to be given pupils grades on each A level paper, furthermore, A levels to incorporate harder questions, set at the level of the existing Advanced Extension Awards, Diplomas to become the main measure by which schools are judged in league tables by 2008 (TES, 7th Jan 2005). In addition A levels and higher levels of the Diploma to include an "extended project", review of the place of coursework at GCSE, Specialised" Diplomas will be a vocational alternative to the straight GCSEs and A levels route. These will include a mixture of vocational qualifications, work experience and GCSEs/A levels, covering each occupational sector of the economy. Available at level 1 (foundation), level 2 (GCSE) and level 3 (advanced), Major review of the key stage 3 curriculum, strengthening the emphasis on English and Maths and giving schools more freedom to help those who fall behind, employers to take the lead in designing Diplomas, through Sector Skills Councils and with support from higher education (HE) institutions and QCA, and students may progress to advanced studies earlier, or take more time to gain qualifications - 16 to be abolished as a fixed point in the system. Option to take higher education (HE) units in sixth form among other suggestions (TES, 7th Jan 2005). The Government’s Response Opinion Reviews The government in relation to the Tomlinson’s inquiry had different opinions on its suggestions. Though the government accepted some aspects on the suggestions some were rejected. The seconded issues were that the new vocational diplomas were to be introduced in 2008, and new Diplomas for 16 –years old in which to attain this diploma they would have to get five (5) Cs or better at GCSE where the lat least a pupil getting a C in both Maths and English subjects (TES 25th Feb 2005). Even though some suggestions were seconded there were some of which were discarded. Though GCSE Maths and English were to be re – invented, to make it unfeasible to get a C without having mastered "functional" aspects of the subjects, there were to be no Basic English or Maths exams as per the Tomlinson’s Inquiry (TES 25th Feb 2005). Further rejections were the suggestions to have a diploma including both vocational and academic courses where the A levels and GCSEs, which he had suggestions to be discarded, were to continue in conjunction with the new vocational diploma (TES 25th Feb 2005). This caused prevalent apprehension at ministers and the government’s decision at large for rejecting the proposals by Tomlinson. Educationalists, union leaders, and other bodies such as Independent school council accused the White Paper for not fully and clearly demonstrating the vocational and academic courses on an equal balance (TES 25th Feb 2005). This explicitly shows the Tomlinson’s inquiries and suggestions were not given fair judgement and presentation, since Tomlinson’s reviews were based on the Government’s 2003 Green Paper where the Tomlinson’s review suggested, “unified qualifications structure suitable for all young people”, but rather the opinions ended up being rejected by the government which is a clear indication of unfair treatment to the findings and opinions (TES 25th Feb 2005). Why could this happen? I bet these are the forces of equality of status that made the suggestions not to get full, total accreditation and consideration. This education review issues tussle between the government’s and Tomlinson inquiry has led to failure of government in keeping their promise on level 14 – 19 curricula reviewing (TES 22nd Apr 2005). The government rejected the Tomlinson’s proposals since it concluded that it missed a chance to amend or modify the qualifications process particularly in making it more reasonable to low achievers (TES 25th Feb 2005). The government further disapproved the proposals as it said the proposals lacked or failed to raise the significance of vocational qualifications where it particularly raised an issue of the “narrowness” of the proposed new diploma and lack of prominence on teacher assessment (TES 25th Feb 2005). The government also discredited the new proposal as it said it lacked to be in accordance with the Government’s 1Every Child Matters policy, which aimed at promoting greater cooperation between education, health and social service (TES 25th Feb 2005). The big question on this debate is what could have happened since the Tomlinson’s Inquiry followed or laid their findings and recommendations on the Every Child Matters policy? Well this is a question that ponders in everybody’s mind and the truth of the matter the main route cause of hindrance of review and development of academic and vocational curricula is pursuit for equality of status. Analysis and Interpretation of the Opinions in relation to ‘equality of status’ As from the different point of views laid out above, it’s evident that there are different concerns, views, and opinions on the education system for level 14 –19. It is right for opinions or ideas on any subject to be given consideration and to be fully weighed on the balance and come up with proper and sound judgemental decisions on the opinions. To this effect therefore, there is need for understanding, giving a chance to the academic and vocational curricula review accordingly with no form of distraction so as to give out a reasonable and feasible education system for the level 14 – 19 pupils. From the point of views it’s evident that there are issues that the government is putting into consideration in review and development of these curricula. To fully analyse these concerns its better to look at them individually. These concerns are for instance the education in the high schools and vocationalism among many other issues. Comparison of Academic (Secondary) Education verses Vocational Education Since epoch, one of the standard point of view in England is that the Oxbridge convention, the advantaged public schools and state grammar schools, and the low status of science and business made technical and vocational education comparatively weak (W. Norton Grubb and David Gardner, 2004). However, they were never fused into a national system and were not rooted into state run schools, and apprenticeship continued to serve the needs of training skilled workers; secondary vocational education therefore this condition lead in a continued weakness in technical and vocational education (W. Norton Grubb and David Gardner, 2004). Often more realistic opinions surface, including the observation that there are many jobs in present market that do not need university education; that many students do not like conservative academic schooling; and that they would be both more occupied in dignified learning and better prepared for their future work roles if they could attend a higher-quality vocational curriculum (W. Norton Grubb and David Gardner, 2004). This has led recently review proposal on national vocational programs, incorporating a “rich mixture” of significant general education, planned thoroughly i.e. “genuine working relationships with employers”, and making existing programs more logical for instance the Tomlinson’s Review on 14 – 19 curricula review (W. Norton Grubb and David Gardner, 2004). The biggest challenge on dealing with the equality of status comes in on how to have the new best approach on vocational education since historically there has been segregation between the employers and schools as well as the chronological antagonism to vocational education (W. Norton Grubb and David Gardner, 2004). The other biggest challenge also is the jobs that now exist for students leaving secondary education with GCSEs are generally low-paid, unskilled jobs without much future; as many analysts have noted, it would be necessary to create greater demand for secondary vocational students before this approach could work (W. Norton Grubb and David Gardner, 2004). On the other hand, the best-paid and highest-status jobs now require university education, and students would avoid a conventional secondary vocational program that made admittance to higher education less likely with aspirations for obtaining a university degree (W. Norton Grubb and David Gardner, 2004). Due to England secondary schools’ pathetic record of vocational education and unawareness about the realism of vocational education, this would without a great arrangement of procedural support and capacity-building, in which the key players in education in U. K. are finding it complex to develop the varieties of engaging programs that proponents envisage (W. Norton Grubb and David Gardner, 2004). Developing a strong form of vocational education would require developing new practices, slowly and over long periods of time, and that seems unfeasible given the frenzied and short-term policy-making in Britain (W. Norton Grubb and David Gardner, 2004). Since in U.K there is major ‘parity of esteem’ or ‘equality of status’ between academic and vocational education, vocational education suffers from lower status than academic education and thus establishment of equality of status before the students and the employers on these two systems is another biggest and greatest test, since there will be need for restructuring high quality vocational programs (W. Norton Grubb and David Gardner, 2004). Though reviews have been done on making vocational qualifications be equal to academic qualifications, there have been no tangible results on this issue. Moreover, the GCSEs which apparently coalesce the academic and vocational course work has now been eradicated as well as the legislative that worked on recognition, in an official reasoning on equality between vocational and academic qualifications, has not given the end results of such qualifications receiving equal treatment by the employers (W. Norton Grubb and David Gardner, 2004). Furthermore, efforts to have equality of status on both academic and vocational qualifications and systems have done nothing in to spotlighting new programmes on professions with higher income and stature (W. Norton Grubb and David Gardner, 2004). They have not been successful in creating consistent and articulate curricula that might be more eye-catching and reasonable to students, e.g. by integrating more sound, appropriate and applied academic learning along with vocational substance, or more project-based or in the other hand a hands-on learning (W. Norton Grubb and David Gardner, 2004). Moreover, attention has not been paid on how to serve students who want to keep the prospects of going to university alive which has led to much impediment on the review of the curricula and the entire education as well (W. Norton Grubb and David Gardner, 2004). Vocational Versus Academic Qualifications Perception. High Benchmarks Standards Set It’s a mere logic that vocational qualifications are regarded as ‘weaker’ than the academic ones. This has led to the employers not giving or regarding equally the vocational qualifications as those of the academic qualifications. This led to Education Secretary Ruth Kelly mentioning that all the students must pass the “Functional”, literacy and numeracy (BBC News, 23rd Feb., 2005). Further more, she said, “Too many young people are unattractive to employers, deficient in the basics of English and maths.” More comments from her were that there would be a “specialized diplomas” in 14 subjects such as health and engineering (BBC News, 23rd Feb., 2005). However, she commented that this decision was on basis that employers and industries criticism that pupils are leaving school without basic skills needed for work (BBC News, 23rd Feb., 2005). Further she added, "I want every young person to be competent in English and Maths before leaving school or college." Without passing this test the pupils won’t be able to get Grade C in these exams, where practically this is seen as an unfeasible 2benchmark (BBC News, 23rd Feb., 2005). Furthermore, the Education Secretary said that they are considering raising the vocational qualification status by introduction of specialized Diplomas in 14 areas of employment (BBC News, 23rd Feb. 2005). Complaining of "second class, second best vocational education system" she commented that plans are underway to invigorate vocational training with industry-friendly qualifications, which would have trustworthiness with employers (BBC News, 23rd Feb., 2005). All these are efforts to make vocational qualifications attain equality of status just like academic A levels and GCSEs qualifications. On this move and efforts, Sir Mike Tomlinson has said he fears that the suggestions will continue, not end, the divide between academic and vocational studies (BBC News, 23rd Feb., 2005). Regarding the suggestions, the Shadow Education Secretary Tim Collins, felt that the principal dissatisfaction was denial by Ms Kelly on Tomlinson’s suggestions and recommendations on the diploma, where he also asked,” How can you expect to achieve parity of esteem if one set gets A-levels and others get a diploma and there is no overlap between the two?" (BBC News, 23rd Feb. 2005). Politicians such as the Liberal Democrat education spokesman Phil Willis said ministers had "abandoned the fundamental principle" of making academic and vocational qualifications of equal value (BBC News, 23rd Feb. 2005). This makes the debate on the review more and more complex and hotter and hence stalements on the curricula review due to the equality of status aspect in between the Academic and Vocational curricula as well as its qualifications. Unsatisfactory New A - level Vocational Qualifications As per the England’s school Inspectorate comments, the New A level Vocational Qualification is not trendy with the learners as well as the system is not well planned or structured (BBC News, 29th Mar. 2004). He further said, “ The qualifications were neither seriously vocational nor consistently advanced" (BBC News, 29th Mar. 2004). The Qualification and Curriculum Authority (QCA) exams regulator said that the new A – Levels are breaking down the "damaging divide" between academic and vocational qualifications, where this further developed into a situation where the teachers complained of not understanding the objectives and aims of the system (BBC News, 29th Mar. 2004). Gradually as the assessment of this qualifications was done it was justified that in some subjects, course stipulations lacked vocational content and they were too similar to A – levels (BBC News, 29th Mar. 2004). This led to further comments and opinions by England’s School Inspectorate on teachers and students as ”teachers and students are excessively complex and bureaucratic, teachers spend most of their time assessing rather than teaching while students spend most of their time completing assessments rather than learning and finally that there was lack of consistency in the grades awarded to the students for work of a similar standard” (BBC News, 29th Mar. 2004). On response to criticism from the England’s School Inspectorate, John Dunford, the general secretary of the Secondary Heads Association, said: "They have tried to make Vocational A-levels too much like academic A-levels, particularly in relation to exams and assessment (BBC News, 29th Mar. 2004). He further commented, "What is needed is an entirely different kind of vocational course to the same standards as A-level but sufficiently different to motivate young people who are more suited to this kind of course" (BBC News, 29th Mar. 2004). Conclusion Notably, different issues regarding equality of status regarding the academic and vocational curricula of 14 – 19 level have hindered coming up with a sound, realistic and productive curricula. More than often it has been seen or percepted that the vocational qualifications are less equal than the academic qualifications. Much effort has been deposited to raise and review the status of vocational qualifications so as to be equally comparable to academic qualifications. Till now full, mature and tangible results have not been realized after all those efforts. So where does this review on academic and vocational review lie? Well it’s a challenging and exigent question. In my opinion to avoid all these hindrances in reviews then I would take the Liberal Democrat education spokesman Phil Willis comments “If the government is serious about developing a strong vocational curriculum it needs to abandon its obsession with A-level parity of esteem.” Close co-operation with employers is essential in providing qualifications and courses that have got real status." (BBC News, 29th Mar. 2004). These can aid in eliminating inappropriate and unrealistic equality of status. Bibliography Reference BBC 29th Mar. 2004. Vocational Exams ‘not good enough’. Reviewed on 10th May 2006. From: http://news.bbc.co.uk/2/hi/uk_news/education/3573291.stm BBC 23rd Feb 2005. Teenagers must pass 3Rs Tests. Reviewed on 10th May 2006. From: http://news.bbc.co.uk/2/hi/uk_news/education/4292203.stm Equality of outcome. Reviewed on 10th May 2006. From: http://en.wikipedia.org/wiki/Equality_of_outcome Grubb N. W and Gardener D. The Anglo-American approach to Vocationalism: The economic roles of education in England. Research Paper 52, October 2004. Reviewed on 10th May 2006. From: http://www.skope.ox.ac.uk/WorkingPapers/SKOPEWP52.pdf TES 16th Oct. 2004. Report from TES, 14 – 19 Curriculum. Reviewed on 10th May 2006. From: http://www.literacytrust.org.uk/Database/youthcurriculum.html TES 7th Jan. 2005. Row over Vocational Training, 14 – 19 Curriculum. Reviewed on 10th May 2006. From: http://www.literacytrust.org.uk/Database/youthcurriculum.html TES 25th Feb. 2005. White Paper responds to Tomlinson, 14 – 19 Curriculum. Reviewed on 10th May 2006 From: http://www.literacytrust.org.uk/Database/youthcurriculum.html TES 22nd Apr. 2005. Tomlinson Rejection ‘led to a rag – bag’, 14 -19 Curriculum. Reviewed on 10th May 2006. From: http://www.literacytrust.org.uk/Database/youthcurriculum.html Read More